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dc.contributor.authorFrohn, S. R.
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorRudasill, K. M.
dc.contributor.authorBuhs, E. S.
dc.contributor.authorPerez-Gonzalez, S.
dc.date.accessioned2020-07-02T13:08:14Z
dc.date.available2020-07-02T13:08:14Z
dc.date.issued2019-08
dc.identifier.issn0300-4430en_US
dc.identifier.urihttp://hdl.handle.net/10679/6694
dc.identifier.urihttps://www.tandfonline.com/doi/abs/10.1080/03004430.2019.1656618?journalCode=gecd20
dc.description.abstractThe present study examined teacher sensitivity as a potential moderator of the relationship between children's temperament in infancy and their social development in first grade. Using data from the Study of Early Child Care and Youth Development (NICHD SECCYD), we found that first grade teachers who were sensitive and responsive to students' individual needs tended to have a buffering effect against poor peer interactions during unstructured play for children with difficult temperament. Furthermore, for children low in temperamental approach, greater teacher sensitivity was linked to more positive peer interactions. Greater teacher sensitivity was also related to fewer negative peer interactions for children rated high in negative affect and low in adaptability. Our findings suggest teacher sensitivity is an important factor in young children's social development, and may be particularly beneficial to children at temperamental risk for poor social adjustment.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofEarly Child Development and Care
dc.rightsrestrictedAccess
dc.titleTemperament and social adjustment in first grade: the moderating role of teacher sensitivityen_US
dc.typeArticleen_US
dc.peerreviewedyesen_US
dc.publicationstatusPublished onlineen_US
dc.contributor.departmentÖzyeğin University
dc.contributor.authorID(ORCID 0000-0003-4007-5691 & YÖK ID 267848) Acar, İbrahim
dc.contributor.ozuauthorAcar, İbrahim Hakkı
dc.identifier.wosWOS:000482560200001
dc.identifier.doi10.1080/03004430.2019.1656618en_US
dc.subject.keywordsTemperamenten_US
dc.subject.keywordsTeacher sensitivityen_US
dc.subject.keywordsChildrenen_US
dc.subject.keywordsSocial adjustmenten_US
dc.subject.keywordsDifferential susceptibilityen_US
dc.identifier.scopusSCOPUS:2-s2.0-85071029146
dc.contributor.authorMale1
dc.relation.publicationcategoryArticle - International Refereed Journal - Institutional Academic Staff


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